Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Authors: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Title: All About America Grade Level: 1 Goals/Standards: (#S) State Goal 14: Understand political systems, with an emphasis on the United States. Standard C. Understand the responsibilities of a citizen. Standard D. Understand the influences of individuals. State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. Standard B. Understand the development of significant political events. State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. Standard A. Locate, describe and explain places, regions and features on the Earth. Teaching and Learning Events* Note: Prior to beginning the unit, students received instruction in American symbols and names of the QAR (Question and Answer Relationships) and features of holidays are given to each team. non-fiction text. The teams name the representative KWHL to define the task of what our e-pals want to know items and identify the importance. about the United States regarding symbols, landmarks, Then the teacher gives them holidays, and famous Americans. Organize questions, form symbols and holidays from other inquiry teams, begin investigation by reading non fiction countries and asks them to guess tradebooks (bibliography). the meanings. Vocabulary: students work in groups to write funny sentences using vocabulary words from a Word Splash. Next, groups discover true meaning from finding words in context The class will get an e-mail letter In groups the children will research one of the following from an e-pal in another country symbols: Bald Eagle, Liberty Bell, U.S. Flag, and the Statue that wants to learn about the United of Liberty. Each group will create a project to present to the States of America. The e-pal wants class along with their research reports. Each group will create to learn about American symbols, the first chapter of their book to present to the class along with holidays, landmarks and famous their research reports. Americans. Create a class map of the United States and locate these landmarks: Mount Rushmore, St. Louis Arch, White House, and the Statue of Liberty. CONTEXT Engaging the Learner CONTENT

Recognize and identify symbols of the U.S. Locate landmarks in the U.S. Recognize and describe the importance Final Team Performance of famous Americans. Teams contribute artifacts and Interpret the meaning of American descriptions to a virtual tour of holidays. America. The tour includes: symbols, landmarks, famous Americans and holidays Digital pictures and student writing will be captured using jpg formatting. () = outcome is assessed Informal artifacts are mailed to e-pals (Number refers to assessment) throughout unit.

Individual Student Assessments Teachers should create a rubric that measures student ability areas such as correct ending punctuation, spelling of high frequency words correctly, and capitalization. Students should include facts that they have learned.

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Authors: Title: Goals/Standards: (#S) State Goal 1: Read with understanding and fluency Standard A: Apply word analysis and vocabulary skills to comprehend selections. Standard B. Apply reading strategies to improve understanding and fluency. Standard C. Comprehend a broad range of reading materials. CONTEXT Engaging the Learner Grade Level: CONTENT
Teaching and Learning Events*

Students will research landmarks and write a brief desciption of the landmark and draw a picture of the landmark. Students will design postcards depicting American symbols and landmarks. Each group will create Chapter 2 of the book with a brief description of the landmark, a picture and its location on a map, and a student created postcard. Students will learn about the importance of inference prior to beginning research reports on a famous American. Students will research and write a report on one of the following famous Americans: Betsy Ross, Abraham Lincoln, George Washington, Martin Luther King, etc. One paper from each group will be chosen for Chapter 3. The class will generate and illustrate a timeline depicting the holidays. Each group will create Chapter 4 of the book with a page for each holiday studied with a picture and an explanation of how Americans celebrate the holiday. Students will read and sing several patriotic songs. Students will paint a patriotic t-shirt. The class will explain why they are proud to be American as the teacher writes on chart paper. This is Chapter 5.

Final Team Performance

Individual Student Assessment

() = outcome is assessed
(Number refers to assessment)

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

All About America:

Jeanette Carthy Jennifer Desse Peggy Murphy Sandy Malsberger Sharon Buettner

Introductory letter to epals.com We are English speaking first grade students in the U.S.A. We are looking for a class pen pal to exchange information about our countries. We would like to share our countrys symbols, landmarks, famous Americans and holidays. We look forward to hearing from you.

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal Goal One Read with understanding and fluency Standard: A. Apply word analysis and vocabulary skills to comprehend selections. B. Apply reading strategies to improve understanding and fluency. Reading Strategy: Asking Questions Activity Name: Introducing thick and thin questions Description and detailed sequence of activities: 1. Teacher will record student-generated questions about their teacher on a thick and thin T-chart. 2. Teacher rereads the questions and explains the difference between thick and thin questions. 3. Students pair up to generate their own thick and thin questions about each other. 4. When entire class comes back together they share their answers to determine the type of questions (thick or thin). Time Line: 30 minutes Technologies used: none Equipment Name: none Supply/Materials Source and Ordering Info: Chart paper Markers Resources Web Sites: none Resources Software, Source and Ordering Info: none

All About America

Jeanette Carthy Peggy Murphy Sharon Buettner Sandy Malsberger Thin Questions Where is the Statue of Liberty? Who gave us the Statue of Liberty? Where was the statue built? How old is it? What does liberty mean? How would you get to the Statue of Liberty?

Thick Questions What is the history of the Statue of Liberty? How did she arrive? Why are we not allowed to visit the Statue of Liberty presently? How was she constructed? Why was the pedestal a problem? What is the meaning of the inscription on the Statue of Liberty?

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal Goal One Read with understanding and fluency Standard: A: Apply word analysis and vocabulary skills to comprehend selections. B: Apply reading strategies to improve understanding and fluency. Reading Strategy: Features of nonfiction text Activity Name: Reading Race All teams are given the same nonfiction book. From the book teacher will ask question to the class and teams of children will locate answers and yell out page number and give answer.

Description and detailed sequence of activities: 1. Using a nonfiction book, teacher will explain and show the different features: fonts, effects, illustration, graphics and text organizers. 2. After distributing nonfiction books to students, they will be instructed how to play the Reading Race Game. See directions above. 3. Awards will be distributed to winners! 5. Time Line: 20 minutes Technologies used: none Equipment Name: nonfiction books Supply/Materials Source and Ordering Info: N/A Resources Web Sites: N/A Resources Software, Source and Ordering Info: N/A :

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal - Understand political systems, with an emphasis on the United States Standard: C. Understand the responsibilities of a citizen D. Understand the influences of individuals Benchmark: Students will begin to understand the importance of their country in their lives. Activity Name: Introduction of unit and KWHL Description and detailed sequence of activities: NOTE: Prior to beginning this unit, locate (via the Internet) a pen pal class from another country in which to share information about our countries (see attached letter). 1. Read My Pen Pal and discuss with children the meaning of a pen pal. 2. Read email message from a pen pal from another country asking for information about our country. This class will also provide us with information on their country. 3. On chart paper write down ideas children generate on how they can provide information to the class pen pals. 4. Begin the what I want to know of KWHL chart on what the children already know about our country. 5. Read In Our Country . Discuss. 6. Go back to KWHL chart and begin the what I want to learn of the KWHL chart. 7. Explain to children that class will need to send to our epals information about what we know about our country. Provide children with nonfiction books to begin learning about our country. Children will spend time browsing through and reading the books. 8. Teacher guides group towards choosing important aspects about our country to send to our epals to include information on U.S. landmarks, symbols, famous Americans, and U.S. holidays. 9. Teacher guides students towards creating a book to send to our epals along with artifacts that the students have made. Below you will find a sheet which lists all of the chapters and what should be included in each chapter. Time Line: 90 minutes Technologies used: none Equipment Name: none

Supply/Materials Source and Ordering Info: Chart paper Markers Nonfiction books Resources Web Sites: Resources Software, Source and Ordering Info:

Symbols of America Statue of Liberty Bald Eagle Liberty Bell U.S. Flag

Landmarks Describe and Locate St. Louis Arch Mt. Rushmore White House Statue of Liberty

Holidays Fourth of July Memorial Day Veterans Day Presidents Day Columbus Day

Famous Americans George Washington Betsy Ross Abraham Lincoln Martin Luther King

We Are Proud To Be Americans Brainstorm Chart ideas Write paragraph(s)

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal Goal One Read with understanding and fluency Standard: A: Apply word analysis and vocabulary skills to comprehend selections B: Apply reading strategies to improve understanding and fluency Benchmark: Students will recognize, use, and understand essential words from America unit. Activity Name: Word Splash Description and detailed sequence of activities: 1. Provide children with a vocabulary Word Splash which will contain words pertinent to the All About America unit. 2. In small groups children write funny sentences using Word Splash words. 3. Share funny sentences with class. 4. Using nonfiction books teacher and students find Word Splash words and brainstorm true meaning of vocabulary words. 5. Time Line: 45 minutes Technologies used: none Equipment Name: none Supply/Materials Source and Ordering Info: Chart Markers Nonfiction Books Resources Web Sites: Resources Software, Source and Ordering Info:

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal 14: Understand political systems, with an emphasis on the United States. Standard C. Understand the responsibilities of a citizen. Standard D. Understand the influences of individuals. Benchmark: Recognize and identify symbols of the U.S. Activity Name: Symbol Research Description and detailed sequence of activities: 1. List on board the four important American symbols (Bald Eagle, Liberty Bell, U.S. Flag, and Statue of Liberty. 2. Each student chooses a symbol, and teams are then formed 3. Each team is given non-fiction books to research their symbol. Students organize information using Post-It Notes and chart paper. Teacher helps students choose pertinent information to be included on the report. Students rearrange Post It Notes in categories determined by individual teams. 4. Students will write a research report based on above information. 5. Each group will create a project to present to the class along with their research reports. Examples of projects are posters, construction paper flags, Statue of Liberty headbands and torches, construction paper liberty bell using small squares of tissue paper to cover it, eagle replicas, etc. 6. Teams present research reports and projects to entire class. 7. The research reports on the four symbols will be used as the first chapter of the class book to be sent to epals. Artifacts can also be sent to epals. Time Line: Two to three hours Technologies used: Word Processing Program Print Artist or similar graphic program Internet Equipment Name: Supply/Materials Source and Ordering Info: Chart Paper Markers Posterboard Post It Notes Resources Web Sites: www.atozkidsstuff.com/history/us/monuments/sol/ www.treefort.org/~rgrigab.web.flag.htm www.printourflag.com/ www.eaglestock.com/kidspage.htm www.atozkidsstuff.com/symbols.hem/

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal Goal 17 Understand world geography and the effects of geography on society, with an emphasis on the United States Standard: A: Locate, describe and explain places, regions and features on the Earth. Benchmark: Locate landmarks in the United States Activity Name: Landmark Research Description and detailed sequence of activities: 1. Provide students with a brief overview of the four landmarks which will be researched The Statue of Liberty, St. Louis Arch, Mt. Rushmore, and the White House. 2. Provide each child with a United States map and locate the four landmarks on the map. 3. Students should then choose a landmark to research. Teams for the landmarks will then be formed and nonfiction books provided to each team in order to locate information about their landmark . Students should also use the Internet to locate information. Students will use Post It Notes to organize information and the teacher will help the students to categorize the information. 4. Teams will write a brief description of their landmark, draw a picture of the landmark, and indicate its location on their U.S. map. All of this information will be included as Chapter 2 of the book to be sent to epals. 5. Each student also will design postcards depicting a picture of the landmark on the front of the postcard and on the back of the postcard a sentence describing the landmark. A postage stamp could also be designed. Each group should select one postcard to be sent to epals along with the class book. 6. Teams will share descriptions, pictures, and postcards with class. Time Line: 120 minutes Technologies used: Internet Equipment Name: Supply/Materials Source and Ordering Info: Chart paper Markers U.S. maps

Nonfiction books Tagboard for postcards Labels for stamps Post It Notes

Resources Web Sites: www.travelsd.com/parks/rushmore www.stlouisarch.com/main.html www.whitehouse.net www.whitehouse.gov/kids/ www.enchantedlearning.com/history/us/monuments/sol/ Resources Software, Source and Ordering Info:

Unit Title:All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal 1: Read with understanding and fluency Standard B: Apply reading strategies to improve understanding and fluency. Reading Strategy: Inference Activity Name: Be a book detective Description and detailed sequence of activities: Choose several statements from a nonfiction book. Students make inferences from those statements. 1. Teacher displays a T Chart with headings, clues and inferences. 2. Teacher writes the statements: a. Abe chopped wood and plowed fields. b. Abe read many books. c. People called him Honest Abe. 3. Teacher asks students what they infer or think the statements mean. 4. Teacher records their inferences in the appropriate column. 5. Teacher directs the students to listen for details that support their inferences. (Teacher may want to ask children to raise hand if they hear a supporting detail, which could be marked with a sticky note.) Teacher reads the book, Abraham Lincoln. Time Line:30 minutes Technologies used and technical skills needed:none Equipment Name:none Supply/Materials Source and Ordering Info:T-Chart and nonfiction books Resources Web Sites: Resources Software, Source and Ordering Info: Milestones

Clues
: Abe chopped wood and plowed fields.

Inferences

Abe read many books. People called him Honest Abe.

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal - State Goal 14 Understand Political systems, with an emphasis on the United States Standard: D Understand the influences of individuals Benchmark Recognize and describe the importance of famous Americans Activity Name: Famous American Reports Description and detailed sequence of activities: 1. Teacher will introduce the following famous Americans to students Betsy Ross, Abraham Lincoln, George Washington, Martin Luther King, Jr. Teacher will read a book about each of these important Americans (see bibliography). 2. Teacher will provide each student with a Famous American sheet which provides space to list the name of each of the four famous Americans, the birthday of each and the importance of each famous American. As a class, group will fill in the Famous American worksheet. This will provide a focus for students when they begin their research. 3. After listening to books about the famous Americans and filling in the Famous American worksheet, students will choose a famous American to research. Teams will be formed and children will be provided with nonfiction books and Internet access to help in writing a paragraph on their important American. 4. Post It Notes will be given to teams and important information will be listed on chart paper. Teacher and teams will eliminate unimportant information. 5. Students will write a paragraph detailing important information about their individual. Teacher will guide students towards including inferences about their famous American (see inference lesson). 6. Students will share paragraphs with class. 7. Teacher will select a paragraph from each team to include as Chapter 3 in the class book to be sent to epals. Time Line: 120 minutes Technologies used: Internet Equipment Name: Supply/Materials Source and Ordering Info:

Chart paper Markers Post It Notes Internet Nonfiction books Famous American Worksheet

Resources Web Sites: www.ushistory.org/betsy www.usflag.org/aboutbetsy.rosshtml Resources Software, Source and Ordering Info:

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal State Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations Standard: B Understand the development of significant political events Benchmark Interpret the meaning of the holidays Activity Name: Patriotic Holidays Description and detailed sequence of activities: 1. Teacher will introduce the following patriotic holidays to the students: Presidents Day, Memorial Day, Independence Day, Columbus Day and Veterans Day. 2. Teacher will read any available books on the above holidays as well as provide Internet information. 3. Teacher and students will create a timeline of when these holidays occur during the year. 4. Teacher will divide students into groups and assign a holiday to each group. 5. Groups will be given nonfiction books and Internet materials to locate information on their particular holiday. 6. Groups will also be given a Semantics Feature Chart (see below) to fill in on their particular holiday. 7. Each team will then make a small poster to include a picture of their holiday and a paragraph about how the holiday is celebrated. 8. Teams will share their posters with the entire class. 9. Posters will be included in class book to be sent to epals as Chapter 4. Time Line: 90 minutes Technologies used: Internet Equipment Name: Supply/Materials Source and Ordering Info: Semantic Features Chart Chart paper for timeline Nonfiction books Tagboard for small poster Resources Web Sites:

www.geocities.com/athens/acropolis/1465/memorial.html www.usmemorialday.org www.historychannel.com www.kidsdomain.com/holiday/july4 www.kidsdomain.com/holiday/Columbusday.html www.kidsdomain.com/holiday/presday.html Resources Software, Source and Ordering Info:

Holiday
Presidents Day Memorial Day Independence Day Columbus Day Veterans Day

Month

Purpose

Unit Title: All About America Authors Names: Peggy Murphy, Jennifer Desse, Jeanette Carthy, Sharon Buettner, Sandy Malsberger Teaching and Learning Events (Engaging Activities) State Goal: State Goal 16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations Standard: C Understand the responsibilities of a citizen Benchmark Students will explain why it is important to be an American Activity Name: Proud to be an American Description and detailed sequence of activities: 1. Teacher will brainstorm with children why they are proud to be Americans. 2. Teacher will write ideas on chart paper. 3. Teacher will then transfer these ideas to a printed copy. 4. This printed copy will be used for Chapter 5 of the class book to be sent to epals along with any other artifacts that the class decides to send. 5. See Final Project Structure below for details on class book. Time Line: 45 minutes Technologies used: Word Program Equipment Name: Supply/Materials Source and Ordering Info: Chart paper Resources Web Sites: Resources Software, Source and Ordering Info:

Table of Contents Chapter 1 Symbols This chapter will contain a group report of each of the four symbols. Chapter 2 Landmarks This chapter will 4 pages. Each page will include a brief description of the landmark, a picture and its location it on a map. Chapter 3 Famous Americans This chapter will contain one report on each of the four famous Americans studied. The teacher may want to show the papers to an adult outside the classroom. The adult will choose a well written paper to put in the class book. The papers will be anonymous. Chapter 4 Holidays This chapter will include a time line showing when the holidays occur in the year. There will also be a page for each holiday studied with a picture and an explanation of how Americans celebrate the holiday. Chapter 5 We Are Proud To Be Americans As a class, we will explain why we are proud to be Americans. The teacher will write on chart paper and then transfer to a printed copy for the book.

Web Sites for All About America Unit

www.travelsd.com\parks\rushmore www.stlouisarch.com/main.html www.whitehouse.net www.whitehouse.gov/kids/ www.enchantedlearning.com/history/us/monuments/sol/ www.pbs.org/wnet/newyork/laic/episode3/topic2/e3_topic2html www.atozkidsstuff.com/cstaliberty.html www.treefort.org/~rgrogan/web/flag.htm www.printourflag.com/ www.eaglestock.com/kidspage.htm www.atozkidsstuff.com/symbols.htm/ www.ushistory.org/betsy www.usflag.org/aboutbetsy.rosshtml www.geocities.com/athens/acropolis/1465/memorial.html www.usmemorialday.org www.historychannel.com www.kidsdomain.com/holiday/july4 www.geocities.com/Athens/Acropolis/1465colprojects.html www.kidsdomain.com/holiday/Columbusday.html www.kidsdomain.com/holiday/presday.html

Bibliography
Famous Americans (Capstone) National Holidays (Capstone) Our Capital (Newbridge) The Statue of Liberty (Newbridge) Remember George Washington (Newbridge) Holidays through the Year (Newbridge) Woodrow, the White House Mouse (Scholastic) The Story of the White House (Scholastic) Festivals (Scholastic) In Our Country (Scholastic) Red, White, Blue (Scholastic) American Flag (Scholastic) Historical Biography Collection, Betsy Ross (Scholastic) Abe Lincolns Hat (Scholastic) Purple Mountain Majesties (Scholastic) My Pen Pal (Wright) George Washington (Wright) Lady Liberty (Wright)